Alabama State Department of Education, Special Education Services.

Alabama State Department of Education, Special Education Services

Standards & Curriculum Guides Alabama College - & Career – Ready Standards http://alex.state.al.us/specialed/http://alex.state.al.us/ccrs/http://www.alsde.edu/home/

Alabama State Department of Education, Special Education Services The Number System 6 th Grade

Alabama State Department of Education, Special Education Services Standards & Curriculum Guides Alabama College - & Career – Ready Standards Alabama Curriculum Guides http://alex.state.al.us/specialed/http://alex.state.al.us/ccrs/http://www.alsde.edu/home/

Alabama State Department of Education, Special Education Services The Number System 6 th Grade

Alabama State Department of Education, Special Education Services Standards & Curriculum Guides Alabama College - & Career – Ready Standards Alabama Curriculum Guides Alabama Extended Standards http://alex.state.al.us/specialed/http://alex.state.al.us/ccrs/http://www.alsde.edu/home/

Standards & Curriculum Guides Alabama College - & Career – Ready Standards Alabama Curriculum Guides Alabama Extended Standards Alabama Transition Standards http://alex.state.al.us/specialed/http://alex.state.al.us/ccrs/http://www.alsde.edu/home/

Standards & Curriculum Guides Alabama College - & Career – Ready Standards Alabama Curriculum Guides Alabama Extended Standards Alabama Transition Standards Alabama Developmental Standards for Preschool Children http://alex.state.al.us/specialed/http://alex.state.al.us/ccrs/http://www.alsde.edu/home/

PLEASE NOTE: THE FOLLOWING EXAMPLE IS ONLY ONE WAY TO DEVELOP A STANDARDS- BASED IEP

05/11/2015 Room 210 at Elementary School Sallie Carson 10:00 AM

Alabama State Department of Education, Special Education Services Sallie Carson Classroom 210 at Elementary School 10:00 AM 08/11/2014

Alabama State Department of Education, Special Education Services Sallie Carson Classroom 210 at Elementary School 10:00 AM 05/11/2015

Alabama State Department of Education, Special Education Services Sallie Carson Classroom 210 at Elementary School Cynthia Mayo 123-456-7890 10:00 AM 05/11/2015

Alabama State Department of Education, Special Education Services Sallie Carson Classroom 210 at Elementary School Cynthia Mayo 123-456-7890 05/08/2015 Cynthia Mayo Brenda Carson 05/05/2015 10:00 AM 05/11/2015

Alabama State Department of Education, Special Education Services Sallie Carson 10:00 AM 05/11/2015 Classroom 210 at Elementary School Cynthia Mayo 123-456-7890 05/08/2015 Cynthia Mayo Brenda Carson 05/05/2015 05/04/2015 Parent unable to attend-need to reschedule

Alabama State Department of Education, Special Education Services Sallie Carson 10:00 AM 05/11/2015 Classroom 210 at Elementary School Cynthia Mayo 123-456-7890 05/08/2015 Cynthia Mayo Brenda Carson 05/05/2015 Parent unable to attend-need to reschedule 05/04/2015 Complete Form and Close in SETS

Alabama State Department of Education, Special Education Services New Date/Time = New Meeting Notice

Alabama State Department of Education, Special Education Services 05/15/2015 Room 210 at Elementary School Sallie Carson 10:00 AM

Alabama State Department of Education, Special Education Services Sallie Carson Classroom 210 at Elementary School Cynthia Mayo 123-456-7890 05/12/2015 Cynthia Mayo Brenda Carson 05/10/2015 10:00 AM 05/15/2015

Alabama State Department of Education, Special Education Services Sallie Carson 10:00 AM 05/15/2015 Classroom 210 at Elementary School Cynthia Mayo 123-456-7890 05/08/2015 Cynthia Mayo Brenda Carson 05/04/2015 Parent unable to attend-need to reschedule 05/08/2015 Parent attended – meeting held Phone call to parent- second notice sent

Alabama State Department of Education, Special Education Services Sallie Carson 10:00 AM 05/15/2015 Classroom 210 at Elementary School Cynthia Mayo 123-456-7890 05/12/2015 Cynthia Mayo Brenda Carson 05/10/2015 Parent unable to attend-need to reschedule 05/04/2015 05/08/2015 Parent attended – meeting held Phone call to parent- second notice sent

Sallie Carson 06/14/2008 2015 201633 08/17/201505/20/2016

Alabama State Department of Education, Special Education Services Sallie has great listening skills as evidenced by her ability to provide correct responses during class discussions of informational text read aloud. She enjoys participating in class and will raise her hand repeatedly to provide an answer. Math is an area of strength for Sallie. She is able to add and subtract single digit numbers; tell time; determine money totals using coins and bills; identify and use units of measurement. Sallie exhibits helpful behavior as she is always asking if she can assist with anything in the classroom, whether it involves instruction or cleaning up at the end of the day. She exhibits caring behavior toward her peers and adults by giving them a hug or telling them “it’s okay” if she thinks the person is upset.

Alabama State Department of Education, Special Education Services Sallie’s parents realize she is reaching normal milestones later than her older siblings. However, they are concerned about her progress in reading. Sallie is beginning to ask them why she is not able to read like her sisters and will even become upset stating that she is not smart. Her parents stated that they read stories with her at home and use sight word flash cards. She is able to recall some of the words individually but they are seeing minimal progress in reading passages. They have asked if Sallie can receive additional instruction in reading at school.

Alabama State Department of Education, Special Education Services Sallie stated that her favorite activities at school include math class, listening to her teacher read aloud, and playing with her friends. She has two older sisters and one younger sister at home and based upon her mother’s observations she prefers to play alone. She enjoys swimming and has participated on a competition team. She is currently taking tennis lessons and participates at the theatre within her community. She considers herself as having great memory skills due to the fact she can memorize necessary lines, as evidenced by her recent performance in a comical skit. However, due to her limited reading ability she stated that she relies on her older sisters to help her learn the lines.

Alabama State Department of Education, Special Education Services Based upon progress monitoring, Sallie is reading on a level consistent with a student in kindergarten. She is able to distinguish letter names and sounds and identify some high frequency words in context, especially if paired with a picture or illustration. (ELA K.23.3) She actively participates in group readings and oral discussions, listening to stories or subject area text read aloud and responding to questions with 80% accuracy. (ELA K.9.1) She knows that she is struggling to read and is embarrassed; even asking, “Can I read good?” or will apologize saying, “I’m sorry that I can’t read.” Based upon recent classroom assessments Sallie is performing math at a level that is consistent with a student in the 2nd grade.

Alabama State Department of Education, Special Education Services When presented with a silent reading assignment, Sallie will look around at her classmates until everyone is busy and then sit quietly and appear to be reading. However, she does not participate during the class discussion, which is something she enjoys. If given a reading assignment for home, Sallie will ask if she can get her parents or her sister to read it to her. She needs to develop skills to increase her level of word recognition and comprehension of written text. She needs to develop strategies for identifying the main idea and supporting details to increase her understanding of informational text. Sallie’s limited ability to read grade level text negatively affects her participation in the general education curriculum in reading, science, and social studies.

Alabama State Department of Education, Special Education Services Sallie exhibits uncoordinated motor skills sometimes stumbling over her own feet or falling unexpectedly. This occurs 4 -5 times weekly. Information from her parents indicate that she was seen by an orthopedic doctor but the issue was in her hip and she would not need therapy at this time. They do want school staff to monitor her and notify them if she begins to express symptoms of pain in her hip.

Alabama State Department of Education, Special Education Services Sallie Carson 06/14/2008 2015 201633 08/17/201505/20/2016 Sallie has great listening skills as evidenced by her ability to provide correct responses during class discussions of informational text read aloud. She enjoys participating in class and will raise her hand repeatedly to provide an answer. Based upon recent classroom assessments Sallie is performing math at a level that is consistent with a student in the 2nd grade. She is able to add and subtract single digit numbers; tell time; determine money totals using coins and bills; and identify and use units of measurement.. Sallie exhibits helpful behavior as she is always asking if she can assist with anything in the classroom, whether it involves instruction or cleaning up at the end of the day. She is also a very loving child in that she likes to hug people; often times when it is not appropriate. However, she does not seem to understand the concerns with this behavior. Sallie’s parents realize she is reaching normal milestones later than her older siblings. However, they are concerned about her progress in reading. Sallie is beginning to ask them why she is not able to read like her sisters and will even become upset stating that she is not smart. They read stories with her at home and use sight word flash cards. She is able to recall some of the words individually but they are seeing minimal progress in reading passages. They have asked if Sallie can receive additional instruction in reading at school. Sallie stated that her favorite activities at school include math class, listening to her teacher read aloud, and playing with her friends. She has two older sisters and one younger sister at home and based upon her parents observations she prefers to play alone. She enjoys swimming and has participated on a competition team. She is currently taking tennis lessons and participates at the theatre within her community. She considers herself as having great memory skills due to the fact she can memorize necessary lines, as evidenced by her recent performance in a small skit. However, due to her limited reading ability she stated that she relies on her older sisters to help her learn the lines. Based upon progress monitoring Sallie is reading on a level consistent with a student in kindergarten. She is able to distinguish letter names and sounds and identify some high frequency words in context, especially if paired with a picture or illustration. (ELA K.23.3) She actively participates in group readings and oral discussions listening to stories or subject area text read aloud and responding to questions with 80% accuracy. (ELA K.9.1) She knows that she is struggling to read and is embarrassed; even asking, “Can I read good?” or will apologize saying, “I’m sorry that I can’t read.” Based upon recent classroom assessments Sallie is performing math at a level that is consistent with a student in the 2nd grade. She is able to add and subtract single digit numbers; tell time; determine money totals using coins and bills; and identify and use units of measurement. When presented with a reading assignment for home Sallie will ask if she can get her parents or her sister to read it to her. She needs to develop skills to increase her level of word recognition and comprehension of written text. She needs to develop strategies for identifying key details in informational text. Sallie’s limited ability to read grade level text negatively affects her participation in the general education curriculum in reading, science, and social studies. Sallie exhibits clumsy motor skills sometimes stumbling over her own feet or falling unexpectedly. This occurs 4 -5 times weekly. Information from her parents indicate that she was seen by an orthopedic doctor but the issue was in her hip and she would not need therapy at this time. They do want school staff to monitor her and notify them if she begins to express symptoms of pain in her hip.

Alabama State Department of Education, Special Education Services Sallie Carson 06/14/2008

Alabama State Department of Education, Special Education Services Car rider Sallie Carson 06/14/2008

Alabama State Department of Education, Special Education Services Car rider 9 Sallie Carson 06/14/2008

Sallie Carson 06/14/2008 Reading Fluency

Based upon recent progress monitoring, Sallie is reading at a level that is consistent with a student in Kindergarten. She is able to identify high frequency words in context, especially if paired with a picture or illustration (ELA K.23.3).

Alabama State Department of Education, Special Education Services Based upon recent progress monitoring, Sallie is reading at a level that is consistent with a student in Kindergarten. She is able to identify high frequency words in context, especially if paired with a picture or illustration (ELA K.23.3). She needs to increase her level of reading fluency to identify and read sight words at the second grade level (ELA 3.21.4).

Alabama State Department of Education, Special Education Services Based upon recent progress monitoring, Sallie is reading at a level that is consistent with a student in Kindergarten. She is able to identify high frequency words in context, especially if paired with a picture or illustration (ELA K.23.3). She needs to increase her level of reading fluency to identify and read sight words at the second grade level (ELA 3.21.4). Sallie’s limited skills to read with accuracy affects her participation in the general education curriculum in the area of reading.

Alabama State Department of Education, Special Education Services Based upon recent progress monitoring, Sallie is reading at a level that is consistent with a student in Kindergarten. She is able to identify high frequency words in context, especially if paired with a picture or illustration (ELA K.23.3). She actively participates in group readings and oral discussions by listening to stories or subject area text read aloud and responds to questions with 80% accuracy (ELA K.19.1). She needs to increase her level of reading fluency to identify and read sight words at the second grade level (ELA 3.21.4). Sallie’s limited skills to read with accuracy affects her participation in the general education curriculum in the area of reading. Based upon recent progress monitoring, Sallie is reading at a level that is consistent with a student in Kindergarten. She is able to identify high frequency words in context, especially if paired with a picture or illustration (ELA K.23.3). She needs to increase her level of reading fluency to identify and read sight words at the second grade level (ELA 3.21.2). Sallie’s limited skills to read with accuracy affects her participation in the general education curriculum in the area of reading.

Alabama State Department of Education, Special Education Services Sallie Carson 06/14/2008 Reading Fluency Based upon recent progress monitoring Sallie is reading at a level that is consistent with a student in Kindergarten. She is able to identify high frequency words in context, especially if paired with a picture or illustration (ELA K.23.3). She needs to increase her level of reading fluency to identify and read sight words at the second grade level (ELA 3.21.2). Sallie’s limited skills to read with accuracy affects her participation in the general education curriculum in the area of reading

Through direct instruction will read 40 words of connected text and answer comprehension questions from subject area text Sallie with 85% accuracy by the end of the 4 th nine weeks. (ELA 3.21.2)

Alabama State Department of Education, Special Education Services Through direct instruction, Sallie will read 40 words of connected text and answer comprehension questions from subject area text with 85% accuracy by the end of the 4th nine weeks. (ELA 3.21.2)

Alabama State Department of Education, Special Education Services Through direct instruction, Sallie will read 40 words of connected text and answer comprehension questions from subject area text with 85% accuracy by the end of the 4th nine weeks. (ELA 3.21.2) Progress Monitoring

Alabama State Department of Education, Special Education Services Sallie Carson06/14/2008 Reading Fluency Through direct instruction, Sallie will read 40 words of connected text and answer comprehension questions from subject area text with 85% accuracy by the end of the 4th nine weeks. (ELA 3.21.2) Progress Monitoring Based upon recent progress monitoring Sallie is reading at a level that is consistent with a student in Kindergarten. She is able to identify high frequency words in context, especially if paired with a picture or illustration (ELA K.23.3). She needs to increase her level of reading fluency to identify and read sight words at the second grade level (ELA 3.21.2). Sallie’s limited skills to read with accuracy affects her participation in the general education curriculum in the area of reading

Alabama State Department of Education, Special Education Services Sallie Carson 06/14/2008 Reading Informational Text

Based upon teacher observations, Sallie is able to recall facts from informational text that is read aloud. She actively participates in group readings and oral discussions by listening to stories or subject area text read aloud and responds to questions with 80% accuracy (ELA K.19.1).

Alabama State Department of Education, Special Education Services Based upon recent progress monitoring, Sallie is reading at a level that is consistent with a student in Kindergarten. She is able to identify high frequency words in context, especially if paired with a picture or illustration (ELA K.23.3). She actively participates in group readings and oral discussions by listening to stories or subject area text read aloud and responds to questions with 80% accuracy (ELA K.19.1). She needs to develop strategies for identifying the main idea and supporting details to increase her understanding of informational text.

Alabama State Department of Education, Special Education Services Based upon recent progress monitoring, Sallie is reading at a level that is consistent with a student in Kindergarten. She is able to identify high frequency words in context, especially if paired with a picture or illustration (ELA K.23.3). She actively participates in group readings and oral discussions by listening to stories or subject area text read aloud and responds to questions with 80% accuracy (ELA K.19.1). She needs to increase her level of reading fluency to identify and read sight words at the second grade level (ELA 3.21.4). Sallie’s limited ability to read informational text on grade level affects her participation in the general education curriculum in the areas of science and social studies.

Alabama State Department of Education, Special Education Services Based upon recent progress monitoring, Sallie is reading at a level that is consistent with a student in Kindergarten. She is able to identify high frequency words in context, especially if paired with a picture or illustration (ELA K.23.3). She actively participates in group readings and oral discussions by listening to stories or subject area text read aloud and responds to questions with 80% accuracy (ELA K.19.1). She needs to increase her level of reading fluency to identify and read sight words at the second grade level (ELA 3.21.4). Sallie’s limited skills to read with accuracy affects her participation in the general education curriculum in the area of reading. Based upon teacher observations, Sallie is able to recall facts from informational text that is read aloud. She actively participates in group readings and oral discussions by listening to stories or subject area text read aloud and responds to questions with 80% accuracy (ELA K.19.1). She needs to develop strategies for identifying the main idea and supporting details to increase her understanding of informational text. Sallie’s limited ability to read informational text on grade level affects her participation in the general education curriculum in the areas of science and social studies.

Alabama State Department of Education, Special Education Services Sallie Carson 06/14/2008 Reading Informational Text Based upon teacher observations Sallie is able to recall facts from informational text that is read aloud. She actively participates in group readings and oral discussions by listening to stories or subject area text read aloud and responds to questions with 80% accuracy (ELA K.19.1). She needs to develop strategies for identifying the main idea and supporting details to increase her understanding of informational text. Sallie’s limited ability to read informational text on grade level affects her participation in the general education curriculum in the areas of science and social studies.

Through direct instruction of reading strategies will identify the connection between the main idea and supporting details of a passage to complete a graphic organizer Sallie with 85% accuracy by the end of the 4 th nine weeks. (ELA 3.11.1)

Alabama State Department of Education, Special Education Services Through direct instruction of reading strategies, Sallie will identify the connection between the main idea and supporting details of a passage to complete a graphic organizer with 85% accuracy by the end of the 4th nine weeks. (ELA 3.11.1)

Alabama State Department of Education, Special Education Services Through direct instruction of reading strategies Sallie will identify the connection between the main idea and supporting details of a passage to complete a graphic organizer with 85% accuracy by the end of the 4th nine weeks. (ELA 3.11.1) Teacher made graphic organizer

Alabama State Department of Education, Special Education Services Sallie Carson06/14/2008 Based upon teacher observations Sallie is able to recall facts from informational text that is read aloud. She actively participates in group readings and oral discussions by listening to stories or subject area text read aloud and responds to questions with 80% accuracy (ELA K.19.1). She needs to develop strategies for identifying the main idea and supporting details to increase her understanding of informational text. Sallie’s limited ability to read informational text on grade level affects her participation in the general education curriculum in the areas of science and social studies. Reading Informational Text Through direct instruction of reading strategies Sallie will identify the connection between the main idea and supporting details of a passage to complete a graphic organizer with 85% accuracy by the end of the 4th nine weeks. (ELA 3.11.1) Teacher made graphic organizer

The following slides will provide an example of adapting the content; an example of adapting methodology; and an example of adapting the delivery of instruction. It is not required to include all three.

Alabama State Department of Education, Special Education Services Teach decoding skills to increase reading fluency. Weekly 200 8/17/2015- 5/20/2016 Resource Classroom Sallie Carson 06/14/2008 This is an example of adapting Content

Alabama State Department of Education, Special Education Services Direct instruction using an evidence based reading program. Weekly 200 8/17/2015- 5/20/2016 Resource Classroom Sallie Carson 06/14/2008 This is an example of adapting Methodology

Alabama State Department of Education, Special Education Services One on one instruction in resource classroom. Weekly 200 8/17/2015- 5/20/2016 Resource Classroom Sallie Carson 06/14/2008 This is an example of Delivery of Instruction

Alabama State Department of Education, Special Education Services Special Education teacher will collaborate with general education teacher to provide supplementary, appropriate student level reading materials for use during instruction of subject area text. Weekly 60 8/17/2015- 5/20/2016 General Education Classroom Sallie Carson 06/14/2008

Alabama State Department of Education, Special Education Services Special Education teacher will collaborate with general education teacher and reading coach to prepare Science and Social Studies passages by “chunking the text.” Weekly 90 8/17/2015- 5/20/2016 General Education Classroom Sallie Carson 06/14/2008

Alabama State Department of Education, Special Education Services Pre-teach new vocabulary using images, flash cards, or visual prompts Weekly 8/17/2015- 5/20/2016 General Education Classroom

Alabama State Department of Education, Special Education Services Weekly 8/17/2015- 5/20/2016 General Education Classroom Provide graphic organizer to check for understanding of informational text

Alabama State Department of Education, Special Education Services *Pre-teach new vocabulary using images, flash cards, or visual prompts *Provide graphic organizer to check for understanding of informational text Weekly 8/17/2015- 5/20/2016 General Education Classroom

Alabama State Department of Education, Special Education Services Formative classroom assessments using one of the following techniques: oral questioning, student conference, or project based Weekly 8/17/2015- 5/20/2016 General Education Classroom

Alabama State Department of Education, Special Education Services Special Education staff will receive training in implementing the reinforcement components of the reading program Once 60 8/14/2015- 8/16/2015 Resource Classroom

Sallie Carson

Alabama State Department of Education, Special Education Services 01 100% to 80% of the Day Inside The Regular Education Environment Due to Sallie’s need for individual intensive instruction on reading fluency and reading strategies instruction is best delivered in the resource classroom to allow her a quiet environment free from distractions. Sallie Carson

Alabama State Department of Education, Special Education Services Due to Sallie’s need for individual intensive instruction on reading fluency and reading strategies instruction is best delivered in the resource classroom to allow her a quiet environment free from distractions. 01 100% to 80% of the Day Inside The Regular Education Environment 05/22/2015 05/04/2015 Sallie Carson

Alabama State Department of Education, Special Education Services Sallie’s need for intensive instruction in reading and reading strategies is best delivered in the resource classroom to allow her a quiet environment free from distractions. 01 100% to 80% of the Day Inside The Regular Education Environment 05/22/2015 05/04/2015 Cynthia Mayo 05/15/15 Sallie Carson Brenda Carson Jeff Carson Meg Lowry Crystal Richardson

Alabama State Department of Education, Special Education Services Sallie’s need for intensive instruction in reading and reading strategies is best delivered in the resource classroom to allow her a quiet environment free from distractions. 01 100% to 80% of the Day Inside The Regular Education Environment 05/22/2015 05/04/2015 Meg Lowry Crystal Richardson Cynthia Mayo Jeff Carson 05/15/15 Brenda Carson Sallie Carson

Sallie Carson The IEP Team proposes to implement the IEP signed on 5/15/15 during the 2015-2016 academic school year.

Alabama State Department of Education, Special Education Services Data collection of student performance indicates the need for specially designed instruction in the area of reading as outlined in the 2015-2016 proposed IEP. The option to not provide intensive reading instruction was rejected. Sallie’s deficit in reading requires specialized instruction to enable her to receive full access to the general education curriculum.

Alabama State Department of Education, Special Education Services Progress Monitoring Cynthia Mayo 334-242-8114 05/15/15

Alabama State Department of Education, Special Education Services Sallie Carson Progress Monitoring Cynthia Mayo 334-242-8114 05/15/15 The IEP Team proposes to implement the IEP signed on 5/15/15 during the 2015-2016 academic school year. Data collection of student performance indicates the need for specially designed instruction in the area of reading as outlined in the 2015-2016 proposed IEP. The option to not provide intensive reading instruction was rejected. Sallie’s deficit in reading requires specialized instruction to enable her to receive full access to the general education curriculum.

Cynthia Mayo Case Manager Meg Lowry Carol Johnson Nancy Ray Mary Campbell 08/17/15 2015-2016 Sallie Carson General Education Teacher Instructional Assistant Physical Education Teacher Reading Coach

Alabama State Department of Education, Special Education Services Cynthia Mayo Case Manager Meg Lowry Carol Johnson Nancy Ray Mary Campbell 08/17/15 2015-2016 General Education Teacher Instructional Assistant Physical Education Teacher Reading Coach Sallie Carson

Alabama State Department of Education, Special Education Services Stephanie Frucci 1Clare Ward 7 Shelia Bolling 2Susan Goldthwaite 8 Regina Sankey 3Curtis Gage 9 Denise Gilham 4Tina Sanders 10 Cynthia Augustine 5Diann Jones 11A Brian Dunn 6Joe Eiland 11B Shirley Farrell-(All Regions) Revised 1/16 Regional Specialist

Alabama State Department of Education, Special Education Services.

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